As globalization accelerates, second language teaching has gradually expanded from single-language skill training to comprehensive cultivation of cross-cultural communication skills. Existing research has mostly focused on adults or adolescents, and systematic exploration of cross-cultural oriented teaching for children remains relatively lacking. This article draws on Bayrams intercultural competence (ICC) model and focuses primarily on its fundamental dimensions of attitude, knowledge and interpretation and association skills. It combines the characteristics of childrens language development and cultural cognition to systematically identify the key factors influencing childrens intercultural language learning and proposes four targeted teaching strategies: story-based teaching methods, scenario simulation and role-playing, cross-cultural comparison activities, and teacher-guided cultural reflection tasks. This study conducted an analysis of textbook content and teaching cases, and found that while childrens cultural comprehension remains at an elementary stage, they exhibit robust imitative capacities and cultural sensitivity. Therefore, in teaching, it is important to focus on designing specific cultural contexts, conducting comparative analyses, and assigning reflective tasks to guide students in transitioning from being able to use language to understanding culture. This research furnishes practical pathways and theoretical underpinnings for the integration of cultural elements into primary school second language instruction.
Shiyu Cao (Thu,) studied this question.